Elementary School Evaluation (Title V, Part C, Public Law 89-10).

N

35

Office of Education (DHEW), Washington, DC.

Academic Achievement; Educational Finance; Educational Objectives; Educational Opportunities; Educational Testing; Elementary Education; Elementary Schools; Mathematics; Models; Program Evaluation; Reading; School Districts; Sciences; Self Concept

The purposes of the project were: (1) to determine if equality of educational opportunity exists for students in grades K-6 in the Rhinelander, Wisconsin, school district; and (2) to develop a model for elementary school program evaluation. Learner achievement of instructional objectives was accepted as the basic indicator of equality of educational opportunity. The district goals of self concept and basic skills--the latter restricted to math, science, and reading--were selected as the areas in which learner achievement would be examined. Data describing teachers' preparation, teacher instructional preferences, and amoun't of time spent on the subject was collected, and a cost analysis per student by school for 1974-75 was done simultaneously. This hypothesis was tested: "There will be no significant differences with references to learners' perceptions of self concept and to learner achievement in mathematics, science, and reading (at specified grade levels) across Rhinelander Elementary Schools." The data essentially supports the position that equality of educational opportunity does exist in grades K-6 in Rhinelander schools. A model to assist in the evaluation of elementary school programs was developed and is appended. Additional values of the study included an increased awareness of objectives related to instructor goals and a reexamination of curricular and instructional objectives. In addition, the study developed an increased awareness of a need for continual cost analysis and an increased understanding of evaluation procedures. (RC)

1976

ED118650